As an educator who teaches others and solves their doubts, it is often necessary to use lesson plans. With the help of lesson plans, teaching work can be made more scientific. So what kind of lesson plan is a good one? Below are 4 Lesson Plans for Desire for Spring that I collected and compiled. You are welcome to share them. Longing for Spring Lesson Plan Part 1
Teaching objectives:
1. In the process of repeatedly listening and singing "Longing for Spring", feel the bright and happy mood of the song. Cultivate students' interest and enthusiasm for classic works, and arouse students' optimism and positive emotional experience about music, spring, and life
2. Cultivate students' ability to learn independently, and integrate music related to composers' lives and other music Background knowledge related to relevant cultures is left to students to explore and solve independently outside of class, with teachers providing appropriate guidance.
3. Preliminarily understand the structure of the work and guide students to make simple creative attempts. Experience and realize the joy of confidence, communication, sharing and creation in performance.
Teaching material analysis:
"Longing for Spring" written by Mozart is a song loved by teenagers all over the world. Its musical language is simple, concise and expressive. The melody line is mainly composed of decomposition of major main chords, highlighting the fresh and clear style of the music; the 6/8 beat is light and lively, but not overly exaggerated; the musical form structure is simple and compact, just right, without a single extra note; The use of musical materials is economical and expressive. The first, second, and fourth phrases use the same material to change it. The third phrase uses changes in pitch, off-key, and large intervals to promote the development of the phrase. It is a typical transition from inheritance to integration. Sentence pattern, so that the whole song sounds both varied and unified, giving people a concise, comfortable and complete sense of satisfaction in structure. The accompaniment texture adopts the form of decomposed chords, which is light and smooth; the choice of chords is mainly tonic and dominant chords, with bright colors and concise techniques, which effectively supports the melody.
In the teaching process, teachers must reproduce them appropriately through their own secondary creation, through their own accurate, smooth, free and expressive singing and playing, and through the sound of music, so as to convey them to the world. The ideological connotation and emotional significance contained in the works are conveyed to the students profoundly and meaningfully.
Teaching process:
Steps
Teaching content
Teaching activities
Learning activities
Evaluation
Preparation before class
Appreciate Mendelssohn’s "Spring Song".
Music lesson plan - (Longing for Spring), tags: eighth grade music lesson plan, seventh grade music lesson plan,
Play some lyrical and elegant music works with the theme of spring to create scenes , helping students approach spring and Mozart naturally from the perspective of musical style.
Students pay attention intentionally and unintentionally, and inadvertently appreciate the poetry, warmth and different realm of spring.
Create an appropriate artistic environment before class, highlight the beauty of music and art, and create a leisurely and relaxing mood for music classes.
Introduction
Listen to the children's chorus
"Longing for Spring"
Use a straight-to-the-point method to directly let students appreciate the excellent children's chorus Singing and recording songs enables students to become familiar with the melody and music, and initially understand and feel the artistic conception of the music.
Listen to "Longing for Spring"
Get initially familiar with the melody, become familiar with the music, and feel the bright and happy mood of the song. Can use concise language to describe what one feels.
Use first-class music itself to attract students’ interest and attention, and stimulate students’ enthusiasm for learning to sing.
Expand
Briefly introduce the birthplace, birth time and extraordinary musical talent of the music master Mozart.
The teacher pointed to the portrait of a music master and said: "The song "Longing for Spring" we just heard was composed by him. Do you know who he is? About him, the students have long been full of curiosity. , What else do you want to know?”
The students took the initiative to ask: Which country is he from? What works have you written? Why became a musician? …. Students spoke and wanted to know more about the situation and consult the information after class.
Allow students to take the initiative to show strong interest and improve learning results.
Arouse students’ curiosity about Mozart and his works through stories.
Listen to "Longing for Spring" twice.
Teacher: "Now please listen to "Longing for Spring" again and think about the following questions while listening:
A. Genre of the work 1 Male chorus 2 Children's chorus 3 Female chorus
B. The mood of the work is 1 warm and exciting 2 bright and happy 3 low and sad
C. The time signature of the song is 1, 3/4 2, 6/8 3, 3/8 D. Description of the work What kind of picture did it create?”
Listen to the music with the questions for the first time, and write down the answers to the first three questions while listening. The second time you hum along to the recording, and the teacher at the same table summarizes the last question.
Invite all students to participate in thinking to avoid the phenomenon of music class becoming a classroom for students with special talents.
Learn the style of the work
The teacher sings the song with emotion. Play "Longing for Spring" and ask the students to listen carefully to the accompaniment of the teacher's left hand, imitate the accompaniment pattern and clap.
Students can feel the harmony between words and music and the bright and happy emotions. Feel the longing for a beautiful spring. While listening, draw the melody line with your hand, or move to a random rhythm.
It enhances students’ experience of the emotions of musical works and enables students to understand that the lyrics and music of songs should have consistent and harmonious emotions. Lay the groundwork for subsequent creations.
Go deeper
Introduce the scene when Mozart composed "Longing for Spring":
Teacher: This song was composed on January 14, 1791. Mozart was already sick and suffering from poverty and illness, but what is amazing is that there is no sadness or despair in this song. The whole melody is fresh and cheerful, full of innocence and childlike interest, which is enough to show the composer's (firm) will and (optimism) attitude towards life.
Students listen to the short story in the gentle melody of the song, fill in the content similar to that in the brackets, and further understand the connotation of the song.
Arouse students' respect for Mozart and prepare them emotionally.
Learn the structure of the work
The teacher will play the song recording, and finally help the students analyze and write a structural diagram.
While listening to the song, students think: How many lines is the song divided into, and are there any repeated lines? Ask students to point out the occurrence of repeated sentences with their hands while listening, and write out structural diagrams with the help of the teacher:
a a1 b a2
Analyze the song mainly by listening. , exercise students’ music memory. This enables students to imitate and compose after analyzing the structure of the song.
Introducing the story of Mozart’s late period, his struggle to get rid of the archbishop’s control, his tragic life, his optimistic spirit, and the creation of many beautiful works
The teacher’s passionate narration:
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There is probably no composer in the world who has such a sharp contrast between the beauty of his works and the pain of his own life like Mozart. In addition to being favored during his childhood, Mozart experienced poverty, illness, jealousy, and strife throughout his life. There were all kinds of ups and downs, especially the conflict with the archbishop and the breakup...
The students listened carefully to the story and sang the song again along with the recording. It is required to further combine Mozart's life path to experience the style of his works as bright as the sun and as warm as spring. In memory of a generation of music masters.
Let students understand Mozart’s late life, stand in awe of this strong and optimistic master, and develop a stronger interest in his works.
Expand
Try to create a short song with a a a1 b a2 structure to consolidate the knowledge you have learned
Ask students to recite several ancient poems describing spring, according to " "Longing for Spring", trying to create a melody.
Required attention:
1. The style of lyrics and music must be unified.
2. It can imitate the structure of "Longing for Spring".
3. There should be a sense of closure at the end.
Students will discuss in groups and complete together. The teacher will provide guidance. Students can also hum and the teacher will help with notation. After completion, each group sings and the team members comment and praise and encourage in a timely manner.
Through creative practice, the mystery of composition is broken, the knowledge learned is consolidated, and at the same time, a stronger interest in music is generated.
Assign after-school homework
Collect various information, pictures, etc. about Mozart.
The teacher assigned a clear division of labor: the first group collected his representative works and artistic characteristics; the second group collected music comments about Mozart; the third group collected works of other musicians with the theme of spring; The four groups collected works in other art forms that express spring: such as poetry, prose, painting, dance... They will communicate in the next class.
Use the next music class to hold a class meeting with the theme of "Mozart", and carry out activities in various forms such as text, images, sound, audio-visual materials, etc.
Give full play to students’ initiative so that every student can participate. Enable students' independent activities to communicate and interact, so that students can realize the effectiveness and significance of collection. Desire Spring Lesson Plan 2
Teaching objectives:
1. Sing "Desire" with emotion spring".
2. Experience the lively and cheerful characteristics of 6/8 time signature, and understand the role of weak bars and temporary changes in tone.
3. Deepen your awareness of loving nature and loving life through learning.
Teaching focus:
Learn to sing "Longing for Spring".
Teaching difficulties:
Understand and feel the lively and cheerful characteristics of 6/8.
Teaching process:
1. Organizing teaching
2. Introduction of new lessons
Background music - Mendelssohn's "Song of Spring" 》And accompanied by many pictures of spring scenery.
Teacher: Spring is the first of the four seasons. It is an eternal theme in people's artistic creation. She not only tells us that "the plan for the year lies in spring", but also because she is the reason for the revival and vitality of all things. Endorsement words, students, how many idioms or poems about spring do you know? (Student answer) Let us walk into spring today and start the musical journey of this lesson!
3. New lesson session
1. Read the lyrics and analyze the theme
Teacher: Please open page 42. First, please read the lyrics. Think about what the lyrics express? (The longing for spring, a cheerful and urgent mood.)
2. Comparative analysis and solving difficulties
Teacher: Let’s try to put a melody to this lyrics. I will give you two pieces of music. Let's listen to which one is more suitable for it and explain the reasons. ——Play the clips of "Song of the Four Seasons" (2/4) and "Longing for Spring" (6/8). (Study answer, reveal the answer: play the song "Longing for Spring")
Teacher summary: The reason why music gives us lively, cheerful and pleasant feelings is mainly determined by the beat of the music. The song "Longing for Spring" is in 6/8 time. 6/8 time itself has the characteristics of liveliness and joy. The meaning and intensity of 6/8 time are related. (Meaning: One beat is an eighth note, and each measure has six beats. Dynamic relationship: strong, weak, weak, sub-strong, weak, weak.) If expressed graphically, in triangles, circles, and squares you will Which graphic should be used to represent 6/8 time? (Student answer) Do the 6/8 stroke practice with the teacher.
In addition, the song also adopts a weak singing style, which can better express people's eagerness for spring.
3. Author introduction, broaden horizons
Teacher: This song was composed by the famous composer Mozart in 1791. Please read the author's introduction on page 43.
The teacher added: When Mozart wrote this song, he was already suffering from illness and poverty, but we did not feel the sadness and despair of being on the verge of despair at all. Just like what the students just mentioned, On the contrary, everything is filled with a relaxed, cheerful and eager mood. From this, we can also see Mozart's firm will, resolute character and optimistic attitude towards life. Let us learn to sing this song with reverence and admiration for the artist.
4. Sing along with the songs and answer questions.
Mood
Dynamic
Speed ??
Phrasing
Joyful and joyful
Medium to strong
Medium tempo and slightly faster
4 phrases
5. Continue to consolidate the song. (Singing on beats; strengthening of inflections, extensions, and ornamentations, etc.)
The functions of inflections, extensions, and ornamentations: enriching musical expression. (Fresh and bright feeling.)
6. Everyone sings the song emotionally along with the accompaniment.
4. Deepen the experience and demonstrate cooperation
As a group, use homemade percussion instruments to beat the songs, deepen your mastery of 6/8 time, and please cooperate with the tacit understanding and effect Good groups present.
5. Class Summary
Teacher: We look forward to the spring season, when nature gives us inexhaustible youthful vitality. We should cherish the bright spring in our lives, which is woven with poetry and painting into an endless song of spring. I hope that students will cherish this precious youth and believe that through your efforts, you will be able to sing the "Song of Spring" in your own life! Lesson Plan for Longing for Spring Chapter 3
Teaching objectives:
1. Knowledge objectives: Learn through the song "Longing for Spring", and experience the lively and lively rhythm of 6/8 through repeated singing practice Features: Through the recitation of the prose "Spring", students can feel the close relationship between music and literature and the aesthetic connotation.
2. Emotional value goals: By learning and singing the song "Longing for Spring", we will guide students to experience the infinite beauty of spring and truly understand the principle that "the plan for a year lies in spring"; at the same time, inspire students to cherish time and work hard Study, grow up healthily and lively and become a useful member of society.
Teaching focuses and difficulties:
1. Sing the song "Longing for Spring" well and experience the lively and brisk characteristics of 6/8 time.
2. Understand the relevant knowledge of weak sections and incomplete sections.
Teaching aid preparation:
Electronic keyboard, audio equipment, etc.
Teaching process:
1. Introduction
Play Zhu Ziqing's prose "Spring" to make students feel the close relationship between music and literature and the aesthetic connotation.
2. Activities and experiences - singing "Longing for Spring".
(1) Introduction of new lessons
Just now, the students appreciated Zhu Ziqing’s prose "Spring". Today we will learn a song together - "Longing for Spring".
(2) Sample song singing
1. Listen to the first recording and answer the questions:
After listening to the song, try to discover the characteristics of the song : How many phrases can a song be divided into? What are the same melody fragments in several phrases? Summary: The structure of the song.
2. Listen to the recording for the second time, focusing on the first sentence so that students can easily read the rhythm. Understand the concepts of weak measures and incomplete measures.
(3) Learning to sing new songs
1. Students first sing softly to the accompaniment of the teacher.
(Practice repeatedly)
Deal with the first paragraph: vocal skills (breathing), emotional expression (control of strength and weakness), etc. Requirements: Try to use a pure voice to sing the feeling of an art song.
2. Sing lyrics along with the electronic keyboard. (Understand that this is a song with a fresh and cheerful melody, full of innocence and childishness, and a typical German and Austrian folk song style)
3. Breakthrough in difficulty: experience the 6/8 beat through repeated singing practice Lively and brisk characteristics.
4. Emotional experience, stimulating interest:
Students are required to gradually understand that spring is beautiful, the beginning of a year, and the season of sowing through the study of this song, so There is a saying that the plan for the year lies in spring; we middle school students are also as beautiful as spring. Now is the time to lay the foundation and study seriously. We must grow up healthily and lively to become useful talents in society. Through emotional sublimation, students' interest in singing this song was further stimulated.
5. Sing in groups: Divide the whole class into three groups and sing the song separately. The teacher gives encouraging comments to each group.
3. Feedback and summary - Singing "Longing for Spring" in unison
(1) Students sing the song in unison, accompanied by the teacher.
(2) Summary: Today, we happily learned the song "Longing for Spring" together, learned a lot of music knowledge, and realized the importance of loving spring and loving beautiful things; we must be serious from childhood Learn, grow up healthily and lively and become a useful member of society.
IV. End of schoolwork
Students walked out of the classroom to the music of the song "Longing for Spring". Longing for Spring Lesson Plan Part 4
1. Teaching objectives:
1. In the process of repeatedly listening and singing "Longing for Spring", feel the bright and happy mood of the song.
2. Cultivate students’ interest and enthusiasm for classic works, and arouse students’ optimistic and positive emotional experiences about music, spring, and life.
3. Let students have a preliminary understanding of music and related culture such as the life of the composer
4. Be able to feel and experience the relationship between people and the world from ancient poems and songs with the theme of "spring" The joy of living in harmony with nature, and willingness to participate in musical activities that express and create "spring".
2. Teaching is important and difficult
1. Try to use changes in sound, speed, and intensity to express the mood of praising spring and longing for spring.
2. Understand the diacritical marks and learn the singing method of temporarily changing the diacritical marks.
3. Preparation before class:
Play some cheerful musical works with spring as the theme, such as: "Where is the Spring" to create scenes and help students naturally learn from the musical style. Approaching spring. Students never notice accidentally or intentionally, and inadvertently appreciate the poetry and warmth of spring.
4. Teaching process:
(1) Introduction
(Enter the classroom with the music of "Where is the Spring")
Teacher: The piece of music played just now should be very familiar to everyone. Can you tell me its title?
Student: "Where is Spring".
Teacher: What does this song express? The song of spring. Now that the footsteps of spring are slowly approaching us, I would like to ask the students to use some poems, songs and lyrics they are familiar with to describe spring.
Teacher: The students performed very well. They said so many poems and songs about spring in just a few minutes, which shows how much the students love the beautiful spring.
1. Listening (Longing for Spring)
Teacher: First, let me ask the students to listen to a song. After listening to it, please talk about what you felt in the song? (Use the straight-to-the-point method to directly let students enjoy the recorded songs sung by excellent children's choirs, so that students can become familiar with the melody, become familiar with the music, and initially understand and feel the artistic conception of the music.
Experience the bright and happy mood of the song)
Sheng: I feel the nature...the recovery of all things, etc.
Teacher: Just now some students talked about their feelings, so I think those students who didn’t raise their hands must still be thinking about it. Can you give this song a title?
Student: "Longing for Spring"
2. Briefly introduce the birthplace, birth time and extraordinary musical talent of the music master Mozart
Teacher: Just now The song "Longing for Spring" we heard was composed by Mozart
Teacher: How much do you know about him? Before class, I asked the students to look up some information about Mozart, and we will share it together.
Student: He is an Austrian composer, one of the representatives of the Vienna classical music school...
Teacher: The students have found a lot of information, and now we have a preliminary understanding. Something about Mozart. Let's go into his songs and enjoy them.
3. Listen again to "Longing for Spring"
Teacher: Please listen to "Longing for Spring" again and think about the following questions while listening:
A. Song The singing form: 1. Male chorus 2. Children's chorus 3. Female chorus
B. The mood of the song: 1. Warm and exciting 2. Bright and happy 3. Low and melancholy
C. The time signature of the song: 1, 3/4 2, 6/8 3, 3/8
(Six beats are composed of two three beats)
D. Song description What kind of picture?
(For the first time, listen to music with questions, and write down the answers to the first three questions while listening. For the second time, hum along to the recording quietly, and answer the last question after discussing with each other)
4. Learn to sing songs
Teacher: Students use their own words to paint different pictures, so I wonder if the pictures painted by singing are equally beautiful? First listen to the teacher sing this song again. After listening to this, I think you must also want to learn to sing this song.
(1) The teacher plays the music score while the student learns to sing it softly, and finds out the line that he thinks is the most difficult to sing. Explain sharps, ornaments, rests, incomplete bars, and legato lines.
Teacher: There are a lot of rests in this song, so you must pay attention to the rests.
(2) Sheng Suiqin softly used "la" to imitate singing.
(3) Learn to sing lyrics and be able to sing with emotion.
Teacher: What is the mood of this song? So what are we singing? Is it the same emotion as the one sung on the tape?
(It enhances students’ experience of the emotions of musical works and enables students to understand that the lyrics and music of songs should have consistent and harmonious emotions.)
5. Class Summary
Teacher: You see, the spring is bright and the air is fresh today. It is really a season of green willows, red flowers, and singing and dancing birds. So now let us go to nature and experience the scene of spring returning to the earth and the revival of all things.